This paper aimed to discuss the intervention effects of physical activities on children and adolescents with autism with a meta-analysis so as to serve as a reference to further relevant research on the same topic. As for research methods, by searching in CNKI (China National Knowledge Infrastructure), WanFang data, VIP Database for Chinese Technical Periodicals, PubMed, Scopus, Web of Science, and other databases, this study collected randomized controlled trials (RCTs) on the intervention of physical activities on children and adolescents with autism and used Review Manager 5.3 software to process and analyze the outcome indicators of the literature. As for the result, a total of 12 papers and 492 research targets were selected. The results of the meta-analysis show that physical activity had a significant positive impact on social interaction ability, communication ability, motor skills, and autism degree of autistic children as well as the social skills and communication skills of autistic adolescents. On the other hand, physical activity had no significant effect on the stereotyped behavior of autistic children and adolescents. In conclusion, physical activity intervention is beneficial to children and adolescents with autism, and continuous physical activity intervention can produce greater intervention effect.

The aim of this study was to explore Chinese adolescent’s social and moral transgressions and strategies for self-correction. For this study, following protocols that have been approved by an Institutional Review Board, 61 Chinese adolescents living in Guangzhou—distributed across three age groups: 10- to 11-year-olds ( N = 21, Mage = 11.03 years, SD = 0.43 years), 12- to 13-year-olds ( N = 20, Mage = 12.92 years, SD = 0.35 years), and 15- to 16-year-olds ( N = 20, Mage = 16.15 years, SD = 0.30 years)—participated in one-on-one semi-structured interviews. The study employed a deductive analytical approach based on prior social domain research on children’s and adolescents’ transgressions and strategies for self-correction. This study found that Chinese youth reported conventional transgression events more frequently than any other domain. Moreover, many of adolescents’ transgressions involved academic considerations, suggesting that how adolescents’ time is organized and the social expectations for adolescent behavior influence the types of transgressions and justifications adolescents will make. Furthermore, participants reported developing self-correcting strategies following 73.6% of events, while 74.5% of strategies were reported to be developed by the adolescents themselves. Therefore, the findings suggest that there is room for adults to collaborate with adolescents in developing strategies to prevent future misbehavior and to encourage youth to not only be “good” or “moral” but also to be and do better.

Forty-seven left-behind children (LB) and 40 non-left-behind children (NL) in rural China were interviewed to evaluate moral, conventional, and personal violations by providing judgments and justifications. The results suggested that both LBs and NLs differentiate the rules of moral, conventional and personal domains. However, there are some differences: 1. The NL considered it acceptable to commit a personal infraction when there was no rue prohibiting it, while the LB considered it wrong; 2. The younger male LBs were more willing to accept situations without moral psychological rules, compared with younger female LBs, older male LBs, and younger male NLs. Age, sex differences were also found. The one out of our expectation is that younger males considered it more acceptable to commit a personal infraction than older males did and believed it all right if there was no explicit rule on it. Meanwhile, in providing reasons to support their judgments or evaluations, the findings revealed that: 1. More often LBs referred to social conventional reasoning even when evaluating moral and personal rules and violations, especially on personal issues; 2. LBs used more justifications of punishment and fewer justifications of personal growth. The implications of the results of the study for children’s moral development and education, especially for LBs, are discussed.

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